Abstract
Consistent with international trends, mathematical modelling is heralded and has been documented as a construct that is imperative for the teaching and learning of mathematics in South African schools. The study discussed in this chapter explored the immediate implications of using mathematical modelling as a framework for the teaching and learning of powerful mathematical concepts such as proportional reasoning in South African schools located in under-resourced low socio-economic areas. Results show that the initial apprehension that students experienced when exposed for the first time to a model-eliciting activity was soon transformed into a diverse range of creative mathematical approaches, when they learned that the activity is open-ended by default.
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Manzini, M., Mhakure, D. (2021). Implications of Using Mathematical Modelling as a Pedagogical Tool on the Mathematical Concepts of Proportions and Proportional Reasoning in a Non-prototypical Secondary Mathematics Classroom. In: Leung, F.K.S., Stillman, G.A., Kaiser, G., Wong, K.L. (eds) Mathematical Modelling Education in East and West. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-030-66996-6_33
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